Once More Into the Breech-loader

01/07/2013
English: New York City Police officers being d...

English: New York City Police officers being debriefed by their lieutenant (in the white shirt) in Times Square, May 29, 2010. Photo by Luigi Novi.

I didn’t plan to write about it again. I’d said my piece and I was going to let it go at that. Then I saw this slide show of politicians eager to arm teachers on the Huffington Post website and it made me think of these headlines.

Unarmed man shot dead by police in NYC

Police bullets hit 9 bystanders hurt near NYC landmark

Police: All Empire State shooting victims were wounded by officers

Former New York Police Captain Mistakenly Shoots, Kills Son

If trained policemen, who have almost unlimited opportunity to practice shooting can’t manage to use their guns safely, what on earth makes these politicians and all the other people advocating arming teachers or otherwise putting guns in school think that it will turn out well.

The NRA and other gun advocates often accuse people trying to limit the amount of fire power accessible by the average citizen of having knee-jerk over-reactions to instances of gun violence.

Perhaps, but that door swings both ways.

It is time to put our knees back in place and start reacting with our brains instead. Everyone has too much to lose if we can’t figure out how to let sport shooters and hunters have guns, even let the average citizen have a shotgun or six-shooter while also denying anyone but the military access to automatic weapons AND keep most of us safe from gun violence most of the time.

Advertisements

Keeping My Students Safe Isn’t Easy.

12/18/2012
Gun Library

Gun Library (Photo credit: Wikipedia)

I want to keep my students safe, I really do, but it really is impossible.

When it comes to student and staff safety, there are so many things wrong with the way my school is built and run that I don’t know where to begin.

Our principal reminded the staff again this week that only the front door should be used for entrance and exit, so let’s start there.

It is unlocked. Anyone can walk up the three steps, open the door, and be in the building. Anyone. Delivery people, parents, job applicants, former students. Anyone. Why not a shooter?

Up three more steps and our shooter is in the lobby facing our security desk. Most of the time we have an unarmed but uniformed school security officer sitting there. Sometimes it is just a school aide. Guard or aide, he or she is the first victim.

sfAssuming someone hears those shots, the PA system will announce a lockdown. The speakers in the library aren’t so loud and if it is noisy (I don’t run one of those silent libraries) I may not hear the announcement. I usually have my door open and he library is the first room down the hallway you face while shooting the security guard.

At the start of a lockdown every teacher is supposed to lock our door(s), then herd our students away from the door and keep them quiet. To lock our doors we have to go out into the hallway, put a key in and turn it so the door locks, then go inside and move away from the door to where the students are. That’s right, there is no way to lock any classroom door from the inside.

Out in the hall, I will be the second person our shooter sees. It has been nice knowing you.

To protect my students and myself, some people are suggesting I, and other school staffers, should be armed. I’d need to get trained, and there are bullets that break into tiny harmless pieces if they don’t hit their target. How the bullets know that the kid or adult I actually shoot in error while trying to shoot the shooter isn’t my target and should remain harmless is beyond me, but science and technology have come so far so fast I might have missed that development.

The idea that teachers or administrators, aides or APs could shoot a shooter is a Rambo fantasy that pops up every time a school shooting occurs.

There’s fantasy; then there’s the more likely reality. The shooter enters the building and pops Sgt. Perez. He’s lost some weight lately but he’s still a pretty big target. If I have a gun, I rush out of the library, take aim, and fire. I hit the garbage bin in the lobby, or maybe the nurse rushing out of her office.

If two of us have guns, let’s say our most athletic assistant principal and I, we would shoot each other (accidentally, I’m sure) before we hit the rapidly moving shooter.

Guns in school are not the answer. We’re not going to shoot our way to safety.

None of us are Rambo.

John Rambo in Rambo.

No one is Rambo.

Rambo is fiction.

Lets start, instead, with keeping the front door locked, with everyone who wants to enter having to be checked via video before being allowed to enter. Let’s retrofit every door in the building so they can be locked from the inside.

Will that keep us safe?

Safer, perhaps.

It’s a start.


Don’t Ban Guns, Regulate Them.

12/16/2012
English: Houston Gun show at the George R. Bro...

English: Houston Gun show at the George R. Brown Convention Center Español: “Houston Gun Show” en el Centro de Convenciones George R. Brown (Photo credit: Wikipedia)

I’m not anti-gun, though I don’t want to own one.

I am against automatic weapons in private hands, fast-loading clips, and anti-NRA.

I am in favor of mandatory waiting periods of at least 30 days between gun license application and delivery of gun, in favor of gun registration and mandatory annual inspections just like we have for cars, in favor of investigations of a gun applicant’s parents, children and siblings before a gun license is issued.

Gun dealers must be required to have a license.

I am against gun sales at gun shows, interstate shipment of guns or ammunition, shipment of guns or ammunition by mail or other carrier to individuals – they should be required to be picked-up in person.

I favor strict controls on the amount and type of ammunition individuals can buy, and am in favor of people who want to have guns having to pass a licensing exam and road test at least as rigorous as the requirements for driving. I also favor requiring gun owners to be personally and criminally liable for any use of their guns in a crime even if the guns are stolen from them (because it is their responsibility to make sure their guns are secure).

I oppose carry permits for anyone unless they can prove a compelling need. I am against guns being carried within .25 miles of any school, public, private or parochial.

I am also in favor of a complete rewrite of the 2nd amendment to clarify the meaning of a “well regulated militia” as the well-regulated part of it seems to be regularly ignored.

Other than hat, enjoy your guns.


The Benefits of Banning Books

10/03/2012
...Sad Bear...

…Sad Bear… (Photo credit: ĐāżŦ {mostly absent})

Most librarians make a big deal out of Banned Books Week. They’re against banning books. They call it censorship.

I’m in favor of banning books. I call it marketing.

You’d be surprised at some of the books that get banned in some school districts, though perhaps not by the Texas State Board of Education banning Brown Bear, Brown Bear, What Do You See because they confused that book’s author, Bill Martin, Jr. with the author Bill Martin who wrote a book promoting ethical Marxism. I’m not for or against ethical Marxism, more than partially because I have no idea what it is, but I’m highly impressed by the educational leadership in Texas.

The Christian Science Monitor put together a nice list of 20 banned books that might surprise you.

I am in favor of banning books because a book being banned is just the thing to get a kid to read it. Okay, maybe not the dictionary. Not much of a story there (yes, some districts in California banned the Merriam-Webster Dictionary because it includes definitions of some sexual terms).

All a student needs to hear is that some parent or other authority somewhere doesn’t want them to read something because it might harm them in some way and there’s a rush to check it out of the library.

So thank you school boards, state departments of education, and other authorities that take the time and effort to promote literature in this highly creative way. You’ve done a great job!

Can I suggest some other titles you might want to take a look at?

Oh, you don’t have to read the books, just scan for the naughty bits and do your thing.

My circulation numbers need a boost.


I matter

09/18/2012

I used to be very shy. VERY shy. Then Angela Maiers showed me that I matter. 

It was three years ago at a major technology education conference in Washington, DC. I thought of it again this weekend because I was in DC with Angela for the first Bammy Awards for Excellence in Education.

The NECC was my first education conference and it is a huge one. Five days and tens of thousands of people. I had been on Twitter for a few months and had made some soft connections; I’d had some conversations with people and I knew a few names. At that time my handle was @spedteacher, being shy I used my job at the time instead of my name as a moniker. I was a very small presence despite my large size.

In many ways the NECC was a huge step for me. I had not yet met anyone I knew through Twitter face-to-face and I was in awe of the knowledge, the experience and expertise of the people I followed there. I was learning so much and wanted to learn more. I always want to learn more. Curiosity is my driving force. So I decided to go to NECC.

Attending NECC was an expensive proposition. Registration is a few hundred dollars; DC hotels were not cheep and were at a premium, especially those within walking distance of the convention center. When a teacher from upstate NY, who I didn’t even know through Twitter, contacted me to ask if I’d be willing to share my hotel room so we could both cut our expenses I only hesitated for a moment before agreeing. Fortunately, Ryan Wassink and I got along well.

One of the features of the NECC is what they call a Bloggers Cafe where people gather to write their blogs, chat with others and generally just process the huge amount of information being presented. In this instance the cafe was a collection of small tables and cushioned benches and couches of different heights. I would go there and sit off away from anyone else. I was VERY shy.

One afternoon I got to the cafe and it was fairly empty, I sat on a bench leaning my back against the side of the empty couch next to it. I did not yet have this blog so I was on Twitter looking at tweets about the sessions I was not able to attend. Some people came and the cafe began to fill up. There was an interesting conversation going on behind me and I was listening intently. At one point I turned around to see who these people were and as soon as I did this very pretty woman looked at me and said, “You’re spedteacher!”

That woman was Angela Maiers. Angela is an award-winning educator, speaker, consultant and professional trainer known for her work in literacy, leadership and global communications. She is a big deal. She recognized me. And she introduced me to everyone else in the conversation. Then Angela asked me what my take was on the topic.

I have no idea what the topic was, but I will never forget that Angela thought what I had to say mattered.

Angela has been telling people that they matter for a long time. She talks about it, she writes about it, and she lives it.

I’m writing this to tell you that you matter, and I’m writing this to tell Angela how she mattered to me. Angela recently started a group on Facebook called Choose2Matter. She, and it, have helped me change my teaching this year.

I’m telling my students that they matter. It started the first time I saw them and played them this message (make sure your sound is on, then click the play button!)

There are geniuses here!

I asked them to tell me about the kind of genius they are. Engagement was instantaneous. They all wanted to make a Voki and tell their message about the kind of genius they are and how they matter.Everyone got right to work, thinking, writing planning.

All except one small girl who just sat there staring at her paper. I went to her, knelt to her level and asked if she was okay. She nodded yes. I asked if she was having difficulty writing. She nodded yes. I said, “you’re very shy, aren’t you?” She nodded yes. I told her to whisper in my ear the problem she was having.

She leaned over, cupped her hands around my ear and softly said, “I don’t know what kind of genius I am.”

I whispered back, “I don’t know you yet so I don’t know and can’t tell you what kind of genius you are, but my first job this year is to help you discover it for yourself and learn how to show it to the world.”

She smiled.

I mattered.

Thank you, Angela.


What if?

09/17/2012

Saturday evening I sat in a darkened theater, wearing a tuxedo for the first time in almost 40 years, for the first presentations of what might be annual awards for excellence in education. The Bammy Award for Excellence in Education

I am sitting among a group of education bloggers who will be called up on stage and recognized for our work.We’re being treated like movie stars, photographed and video interviewed on the red carpet on our way into the Arena Stage in Washington, DC.

As much fun as it is to see people I have come to know, respect and learn with all dressed up, the men handsome and the women beautiful in our finery, this feels weird, bizarre and more than a little uncomfortable.

That this feels so strange is precisely what is wrong with the Bammy Awards for Excellence in Education —  that it is so outlandish for educators to get red carpet treatment, hear kind words and receive weighty trophies. We have become far more used to being blamed, attacked, criticized, sniped-at and otherwise vilified.

The Bammy Awards are a calculated response to the cynical, damaging and dangerous negative images of teachers and other educators being presented to the public.

In the process of recognizing exceptional teachers, administrators, school maintenance managers, education reporters and school nurses the Bammy Awards ask a challenging and important question: What would happen if we treated teachers with the same high regard we give to entertainers, sport stars and other celebrities?

What would happen, how would things change, if we showed teachers appreciation, respect, perhaps even admiration for their work, their experience and their dedication instead of treating them with contempt.

What would happen if we built educators up instead of tearing them down; what if we helped teachers feel good bout themselves instead of causing them to question their choice to teach in the first place.

What would change if we recognized the professionalism of teachers the way they do in Finland and Singapore?

What indeed?


The Next Step

08/22/2012

Tomorrow I’ll be driving my child to college for the start of what I still call his freshman year. His college calls him a ‘first year,’ very Harry Potter-ish.
An event like this causes me to look back over the high and low notes of his schooling and I realize that his experience encompasses some of the he best and some of the worst in American education.

His public school life started in an unusually public way. His class was the class filmed for the HBO serial documentary Kindergarten. It can still be seen,12 years later, mornings on the HBO Family channel. He’s the really tall, very articulate kid, but if you watch the show, pay attention to the teacher. Ms. Johnson, now a middle school English teacher, was the first of a string of incredible teachers Jonas had through elementary school.

His first grade teacher, Ms. Pakaln, made home visits. When we had her over for dinner she remained focused on her student despite parental efforts to engage her in adult conversation. That waited until the boy went to bed.

Mrs. Schwartz, his second grade teacher, really got him. Jonas was much taller, far more verbal, and almost totally uninterested in sports, Pokemon or any of the other things the boys favored and, as a result, he had very few friends. He would regularly get teased by the 4th and 5th graders in the playground who thought he was their age and in 2nd grade because he was a slow learner. Mrs. Schwartz engaged Jonas in conversations and assured us that his social life would blossom in high school when he found others like himself. She was absolutely right.

During the year Jonas was in second grade I started substitute teaching in his district to see if I really wanted to become a teacher. I loved substituting for Mrs. Schwartz even though it embarrassed Jonas, but I especially enjoyed subbing in the second grade inclusion class in one of the other district schools. The next year, when those special ed students moved to Jonas’ school my wife and I arranged for Jonas to be in the inclusion class.

It was inclusion done the way it should be done; two of the best teachers in the school, Mrs. King and Mrs. Greenwald, both certified in general and special education, teaching all the students. When one was teaching the other was at a big table in the back where any student could go for extra help, and both general ed and special ed students took advantage of the assistance. Jonas befriended most of the special ed students, explaining that they were as different as he was, only in a different way. Smart kid.

In fourth grade Jonas had his first male teacher, Joe Galantich, a magnificent teacher, especially of social studies which became Jonas’ favorite subject. Joe also got Jonas who, by this time, was reading at the high school level. They would discuss books, especially the Legend of Sleepy Hollow which seemed to obsess Jonas.

Fifth grade was the first disappointment. His second male teacher was a rookie and much more of a jock. I strongly suspected that Jonas had already read more books than his teacher had.

Middle school was even more of a disappointment via the 7th grade social studies teacher who taught the most exciting period in American history, the Revolution and founding of the nation, through textbook readings and worksheets. That was offset by the wise-cracking Mr. Wisner, the 8th grade history teacher (“I teach history, [bleeping] social studies is for [bleep, bleep] wimps”) who somehow never bought his teacher lounge profanity into the classroom but still made the kids feel like they were being let in on some adult-world secrets.

Ms. McGillicuty, the exceptionally skilled 6th grade math teacher, helped Jonas overcome his prior struggles so he could earn his first A in the subject. It would also be his last as the following year he returned to his more usual low Bs and high Cs in math.

Our district is known for its very strong arts program and the middle school art teacher stood out as one the best of those three years. Ms. Mahan’s streaked hair, feathered earrings and tattoos taught him and us that great teachers come in all kinds of packages.

It’s funny how I remember the names of all of Jonas’ elementary school teachers but only the names of the few good ones from his middle school experience.

High school proved 2nd grade Mrs. Schwartz right, Jonas’ social life blossomed. He had too many good teachers to name them all but two or three stand out.

It took a school trip to France for Madame Pence to get Jonas who, at one point, exasperated us even more than his low grade had by proclaiming, “of course I don’t do well in French, I don’t speak the language.” pointing to his excellent English marks as proof of his contention. On that trip, Mrs. Pence and Jonas were equally astounded that he emerged as the main translator for his classmates as they wandered independently in Paris. His functional French was far better than what he was able to show in the class quizzes and exams. His confidence rose so much that he has chosen to continue studying French as part of his college program.

Jonas’ high school English experience started off with a teacher who gave his honors class the following homework assignment: “Make a list of all the characters in Hamlet.” That’s it. A list. No thinking required. To his credit, Jonas refused to do the assignment, pointing out to his teacher, probably more politely than I would have at his age, that Hamlet, like every other play, had a cast list at the beginning. The rest of the year did not get much better.

Fortunately, that was the worst of it. His other English teachers stoked the intellectual fire somehow still burning in him.

Simona Moldovan was Jonas’ 11th grade English teacher as well as staff advisor to the drama club in which Jonas became very active. She engaged him in high-level conversations that thrilled him but frequently left the rest of the class far behind. She is particularly responsible for my son’s professional ambition; in a parent-teacher meeting she told my wife and I that his becoming an English teacher “would be the greatest repayment I could make to my profession.”

The other especially positive English teacher was the one he had this past year. Thomas Burns, arranged to have Jonas teach all the 12th grade sections a lesson his and Jonas jointly prepared. When the hoped-for discussion failed to materialize as anticipated during its first iteration, Mr. Burns said “welcome to your first first-period class, Jonas. If you want to be a teacher you’ll need to get used to this.” Mr. Burns also helped steer Jonas to his alma mater, SUNY New Paltz.

SUNY New Paltz

Jonas starts there tomorrow and I haven’t seen him as jazzed about school since the first day of kindergarten.

A big thank you to all of Jonas’ teachers. Whether remarkably good or remarkably mediocre, you helped him become the confident, articulate, socially conscious and well-rounded person he is.

I can let him go tomorrow knowing he’ll make some mistakes, screw up at times, and be better for the experience because despite occasional struggles and the few inept teachers, his love of learning is intact and he will soak up knowledge everywhere and from everyone.

A chip off the old block, he is.